DIBELS Data: From Dabbling to Digging
Interpreting data for instructional decision-making
Literacy Coach’s FocusIn Data Analysis
ProgramEvaluation
Regrouping
Form needs-basedgroups for classroom
instruction
Assign children to interventions
To what extent is my program keepingBenchmark children at benchmark?
Choose instructional emphasis
To what extent is small-group workmoving strategic children to benchmark?
To what extent is my program movingIntensive children to benchmark?
To what extent are classroom effectsapparent?
Literacy Coach’s FocusIn Data Analysis
Regrouping
Form needs-basedgroups for classroom
instruction
Assign children to interventions
Choose instructional emphasis
Which DIBELS reportsshould I use?
Do you have curriculum materials to accomplish this?
Regrouping
Classroom-level reports that show benchmark, strategic, intensive categories
Class List Reports– Combined, weighted analyses of all subtests – Generic, categorical “instructional
recommendations” help you to form three basic groups in each classroom
Choices for Differentiation
Can I differentiate the pacing (by reviewing or previewing)?
Can I differentiate the scaffolding (by providing more or different types of practice and feedback)?
Can I differentiate the task (by using a supplemental or intensive curriculum)?
Can I differentiate the support (by providing more adult-directed time)?
Kindergarten Example
• 11 children at benchmark
• 10 children strategic
• 3 children intensive
Choosing instructional emphasis
Move forward in complexity
To what extent is ISF established?
To what extent is LNF established?
To what extent is PSF established?
To what extent is NWF established?
What is the most complex area that is mostly emerging or low risk?
Are there any outliers? Should you move them to the next group?
Instructional EmphasisBenchmark Strategic Intensive
Number (11) Number (10) Number (3)
Needs
PSF for some
Elkonin boxes with core vocab?
Spelling for sounds with core vocab?
Needs
LNF, PSF
LN review
Elkonin boxes with core vocab?
Needs
LNF, PSF
LN review
Segmentation exercises?
Supplemental program?
Considerations for Centers
• Strategic and intensive children are struggling with LNF– Computer station?– Letters for distributed practice at home?
• Only half the children are established with ISF; Only 5 children are low risk for PSF– Picture sorts– Pictures to say and spell
Whole Group
B1/B2 Comp Para Teacher
S1/S2 Teacher Phonics Para
I Para Teacher Comp
Whole Group
Plan for one current kindergarten group
How many groups are indicated in the data?
How will they rotate through small groups?
How many adults are available to provide instruction?
What instructional materials are most appropriate?
First Grade Example
4 children at Benchmark
6 children strategic
10 children intensive
Choosing instructional emphasis
Move forward in complexity
To what extent is PSF established?
To what extent is NWF established?
To what extent is ORF established?
What is the most complex area that is mostly emerging or low risk?
Are there any outliers? Should you move them to the next group?
Instructional EmphasisBenchmark Strategic Intensive
Number (4) Number (6) Number (10)
Needs
None indicated on DIBELS!
Maintain pace with core; consider additional reading
Needs
ORF
Maintain pace with core;
Daily rereading of previously-taught text
Needs
NWF, ORF
Daily rereading of previously taught text
2 groups in BR intervention
Considerations for Centers
• Fluency:– Paired rereading of old stories– Paired reading of additional texts (benchmark)
• Phonics:– Picture sorts, word sorts– Spelling for sounds
• Vocab/Comprehension:– Listening station
Whole Group Basal Shared Reading
B Phonics Fluency Comp Teacher
S Fluency Comp Teacher Phonics
I-1 Teacher Interv. Phonics Fluency
1-2 Interv. Teacher Fluency Comp
Whole Group Read Aloud
Second Grade Example
10 children at Benchmark
4 children strategic
10 children intensive
Choosing instructional emphasis
If at benchmark, move forward in complexityCan you use small group and centers time to develop language comprehension or strategic knowledge?
If below benchmark, move backwardDoes the child have adequate sight word
knowledge?Does the child have adequate decoding
knowledge?
Instructional EmphasisBenchmark Strategic Intensive
Number (10) Number (4) Number (10)
Needs
None indicated on DIBELS!
Maintain pace with core; consider additional reading
Needs ORF
Maintain pace with core;
Daily rereading of previously-taught text; practice with HF words
Needs both word knowledge and fluency
Consider intervention?
Considerations for Centers
• Fluency:– Assisted fluency work for intensive– Paired rereading of old stories for strategic– Paired reading of additional texts for benchmark
• Phonics:– First grade materials?– Intervention materials?– Practice with core vocabulary
• Vocab/Comprehension:– Listening station with retelling sheet (intensive)– Leveled books and expository texts with retelling
sheets (strategic and benchmark)
Whole Group Basal Shared Reading
B1 Paired reading
Summary Listen Teacher
(alt)B2 Comp
S Phonics Fluency Teacher Comp
1-1 Teacher Interv Fluency Comp
1-2 Interv Teacher Comp Fluency
Whole Group Read Aloud
Third Grade Example
13 children at Benchmark
7 children strategic
5 children intensive
PhonologicalAwareness
Decoding Sight Word Knowledge
Fluency& Context
AutomaticWord
Recognition
LanguageComprehension
StrategicKnowledge
PrintConcepts
GeneralPurposes
for Reading
SpecificPurposes
for Reading
Knowledge of Strategiesfor Reading
ReadingComprehension
Vocabulary
Knowledgeof Structure
BackgroundKnowledge
Instructional EmphasisBenchmark Strategic Intensive
Number (13) Number (7) Number (5)
Needs
None indicated on DIBELS!
Maintain pace with core;
focus on comprehension
Needs ORF
Maintain pace with core;
Daily rereading of previously-taught text; practice with HF words
Needs both word knowledge and fluency
Consider intervention?
Considerations for Centers
• Fluency:– Assisted fluency work for intensive– Paired rereading of old stories for strategic– Paired reading of additional texts for benchmark
• Phonics:– First grade materials?– Intervention materials?– Practice with core vocabulary
• Vocab/Comprehension:– Listening station with retelling sheet (intensive)– Leveled books and expository texts with retelling
sheets (strategic and benchmark)
Whole Group Basal Shared Reading
B Paired Reading
Retelling Teacher
S Teacher Paired Reading Retelling
I Assisted
Fluency
Teacher
(Longer block)
Comp
Whole Group Read Aloud
Literacy Coach’s FocusIn Data Analysis
Regrouping
Form needs-basedgroups for classroom
instruction
Assign children to interventions
Choose instructional emphasis
Which DIBELS reportsshould I use?
Do you have curriculum materials to accomplish this?
Literacy Coach’s FocusIn Data Analysis
ProgramEvaluation
Regrouping
Form needs-basedgroups for classroom
instruction
Assign children to interventions
To what extent is my program keepingBenchmark children at benchmark?
Choose instructional emphasis
To what extent is small-group workmoving strategic children to benchmark?
To what extent is my program movingIntensive children to benchmark?
To what extent are classroom effectsapparent?
Literacy Coach’s FocusIn Data Analysis
ProgramEvaluation
To what extent is my program keepingBenchmark children at benchmark?
To what extent is small-group workmoving strategic children to benchmark?
To what extent is my program movingIntensive children to benchmark?
To what extent are classroom effectsapparent?
Cross-Sectional Analysis
How well are the kindergarten children this year doing compared to last year?– Did they start out stronger or weaker?– Did they make more or less progress between
fall and winter?
And yes, these are different children, but the teachers are the same and the program is the same
For Kindergarten
Beginning of kindergarten status includes weighted combinations of measures
Middle kindergarten directs attention to initial sound fluency
End of kindergarten directs attention to phoneme segmentation fluency
*You have to look at your own data, considering all measures, to really evaluate your program
State K Cross-Section
Fall 2003 Winter 2004 Spring 2004
I
31%
S
43%
B
26%
I
30%
S
40%
B
30%
I
24%
S
34%
B
42%
Fall 2004 Winter 2005
(ISF)
Spring 2005
I
30%
S
42%
B
27%
I
15%
S
46%
B
38%
I S B
Your K Cross-Section
Fall 2003 Winter 2004 Spring 2004
I S B I S B I S B
Fall 2004 Winter 2005 Spring 2005
I S B I S B I S B
For first grade
Beginning of first grade status includes weighted combinations of measures
Middle first grade directs attention to nonsense word fluency
End of first grade directs attention to oral reading fluency
*You have to look at your own data, considering all measures, to really evaluate your program
State 1 Cross-Section
Fall 2003 Winter 2004 Spring 2004
I
33%
S
32%
B
36%
I
32%
S
30%
B
39%
I
25%
S
30%
B
45%
Fall 2004 Winter 2005
(NWF)
Spring 2005
I
19%
S
29%
B
53%
I
13%
S
40%
B
48%
I S B
Your 1 Cross-Section
Fall 2003 Winter 2004 Spring 2004
I S B I S B I S B
Fall 2004 Winter 2005 Spring 2005
I S B I S B I S B
For Second Grade
Beginning of second grade status includes weighted combinations of measures
Middle second grade directs attention to oral reading fluency
End of second grade directs attention to oral reading fluency
*You have to use the cognitive model of assessment to interpret these data
State 2 Cross-Section
Fall 2003 Winter 2004 Spring 2004
I
27%
S
32%
B
42%
I
32%
S
18%
B
50%
I
38%
S
22%
B
40%
Fall 2004 Winter 2005 Spring 2005
I
21%
S
32%
B
47%
I
22%
S
19%
B
59%
I S B
Your 2 Cross-Section
Fall 2003 Winter 2004 Spring 2004
I S B I S B I S B
Fall 2004 Winter 2005 Spring 2005
I S B I S B I S B
For Third Grade
Third grade data include only oral reading fluency
*You have to use the cognitive model of assessment to interpret these data
State 3 Cross-Section
Fall 2003 Winter 2004 Spring 2004
I
25%
S
31%
B
44%
I
33%
S
34%
B
33%
I
28%
S
40%
B
33%
Fall 2004 Winter 2005 Spring 2005
I
26%
S
35%
B
40%
I
27%
S
31%
B
42%
I S B
Your 3 Cross-Section
Fall 2003 Winter 2004 Spring 2004
I S B I S B I S B
Fall 2004 Winter 2005 Spring 2005
I S B I S B I S B
Cohort Analysis
Given children’s experience at your school over time, to what extend is your instructional program actually accelerating literacy growth over time?
(and you are right when you say it’s not EXACTLY the same children if your population is highly transient)
State Cohort K-1
Fall 2003 Winter 2004 Spring 2004
I
31%
S
43%
B
26%
I
30%
S
40%
B
30%
I
24%
S
34%
B
42%
Fall 2004 Winter 2005
(NWF)
Spring 2005
I
19%
S
29%
B
53%
I
13%
S
40%
B
48%
I S B
Your Cohort K-1
Fall 2003 Winter 2004 Spring 2004
I S B I S B I S B
Fall 2004 Winter 2005
(NWF)
Spring 2005
I S B I S B I S B
State Cohort 1-2
Fall 2003 Winter 2004 Spring 2004
I
33%
S
32%
B
36%
I
32%
S
30%
B
39%
I
25%
S
30%
B
45%
Fall 2004 Winter 2005
(ORF)
Spring 2005
I
21%
S
32%
B
47%
I
22%
S
19%
B
59%
I S B
Your Cohort 1-2
Fall 2003 Winter 2004 Spring 2004
I
33%
S
32%
B
36%
I
32%
S
30%
B
39%
I
25%
S
30%
B
45%
Fall 2004 Winter 2005
(ORF)
Spring 2005
I S B I S B I S B
State Cohort 2-3
Fall 2003 Winter 2004 Spring 2004
I
27%
S
32%
B
42%
I
32%
S
18%
B
50%
I
38%
S
22%
B
40%
Fall 2004 Winter 2005 Spring 2005
I
26%
S
35%
B
39%
I
27%
S
31%
B
42%
I S B
Your Cohort 2-3
Fall 2003 Winter 2004 Spring 2004
I
27%
S
32%
B
42%
I
32%
S
18%
B
50%
I
38%
S
22%
B
40%
Fall 2004 Winter 2005 Spring 2005
I S B I S B I S B
Interpretation
• To what extent have you set and communicated the plan?
• To what extent are teachers understanding and implementing the curriculum?
• How are they using time?• How are they monitoring progress and adjusting
their instruction and groupings?• How well are they using intervention options?
If you’re not getting the results you want, you have to do something different.
Start with yourself
Work more closely with administration.
Spend more time in classrooms.
Focus your pd time on differentiation.
Next Steps
• Reflect on your one data; check on individual indicators in K and 1 to see if there are particular areas that are troublesome
• Find your most and least successful classrooms and observe so that you can learn about the curriculum and you can evaluate the effectiveness of your own professional support system
• Try something different
Top Related